<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712021000200222</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.2-20200521</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Comunicação de más notícias com pacientes padronizados: uma estratégia de ensino para estudantes de medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Communication of bad news with standardized patients: a teaching strategy for medical students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Isquierdo]]></surname>
<given-names><![CDATA[Ana Paula Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Giovana Ferreira de Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quint]]></surname>
<given-names><![CDATA[Fernanda Cristine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Ana Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guirro]]></surname>
<given-names><![CDATA[Ursula Bueno do Prado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712021000200222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000200222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000200222&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: A comunicação é intrínseca ao ser humano e necessária para a prática médica. Comunicar más notícias é uma das tarefas mais difíceis impostas aos médicos, e o aprendizado dessa habilidade deve fazer parte do ensino médico. O aprendizado de comunicação deve fazer parte desde a graduação médica.  Objetivo:  Este estudo teve como objetivos avaliar a qualidade da comunicação de más notícias de estudantes de Medicina submetidos a cenários simulados com paciente padronizado (PP), proporcionar orientação e reavaliar a habilidade com intervalo de 30 dias.  Método: Os estudantes de Medicina foram submetidos, individualmente, a um cenário simulado de comunicação de más notícias com PP e avaliados por meio de um instrumento com 34 itens, no intervalo de 30 dias (oficinas D1 e D30). Após a simulação, realizou-se um debriefing com a presença da docente, dos auxiliares de pesquisa e dos atores, ressaltando os pontos positivos, os pontos a melhorar e a orientação baseada no protocolo SPIKES.  Resultado: Em D1, compareceram 60 estudantes, e, destes, 53 retornaram em D30. Em D1, o desempenho médio foi 0,44 ± 0,22; e, em D30, 0,71 ± 0,15 (intervalo de 0 a 1). O bom desempenho do estudante esteve correlacionado com a comunicação efetiva da má notícia e com o acolhimento do paciente (p &lt; 0,001). Aqueles que não tiveram desempenho satisfatório em D1 puderam adquirir habilidades no primeiro momento, e 86,1% mostraram melhor desempenho em D30. Dos que já tinham obtido desempenho satisfatório em D1, 75% o mantiveram em D2. De acordo com a avaliação, 98,1% dos estudantes apreciaram o treinamento como um todo.  Conclusão:  O treinamento em ambiente simulado permitiu o aprimoramento da habilidade de comunicação dos estudantes e mostrou ser uma ferramenta eficaz no ensino médico. A comunicação de más notícias foi melhorada no intervalo de 30 dias, por meio de treinamento em cenário simulado com PP, seguido de orientação e novo treinamento em 30 dias. Inserir estudantes na atividade e instruir sobre pontos fundamentais da comunicação de más notícias, por meio do debriefing coletivo, tornou os participantes mais qualificados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction:  Communication is intrinsic to the human being and is necessary for medical practice. Communicating bad news is one of the most difficult tasks imposed on doctors and learning this skill must be part of undergraduate medical training.  Objective: To evaluate the quality of communication of bad news by medical students in simulated scenarios with a standardized patient (SP), to provide guidance and to reevaluate the skill after a thirty-day interval.  Method: Medical students were individually subjected to a simulated scenario of communicating bad news with SP and assessed according to a scoresheet containing 34 items, over a 30-day interval (workshops D1 and D30). In D1, 60 students attended and, of those, 53 returned in D30. In D1 and D30, after the simulation, a debriefing was carried out with the presence of the teacher, research assistants and actors, highlighting the positive points and where there was room for improvement, followed by the presentation of existing protocols.  Result: The average performance in D1 was 0.44 ± 0.22 and D30 0.71 ± 0.15 (range 0 to 1). Good performance was correlated with the communication of the bad news itself and the patient&#8217;s reception (p &lt;0.001). Those who did not perform satisfactorily in D1, were able to learn from the first experience and 86.1% improved in D30. Of those who had already shown satisfactory performance in D1, 75% maintained it in D2. According to the assessment, 98.1% of the students enjoyed the training as a whole.  Conclusion: Training in a simulated environment allowed the improvement of the students&#8217; communication skills and proved to be an effective tool in medical teaching. The communication of bad news improved in the 30-day interval through training in a simulated scenario with PP, followed by guidance and further training after 30 days. Inserting students into the activity and instructing them on the fundamental points of communicating bad news through collective debriefing made the participants more qualified.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Comunicação em Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Simulação de Paciente]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="en"><![CDATA[Health Communication]]></kwd>
<kwd lng="en"><![CDATA[Patient Simulation]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
</kwd-group>
</article-meta>
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